The World Class on Economic, Social and Ecological Ethics
focuses on the acquisition of knowledge, competences and skills in the
area of sustainable development. The United Nations’ Sustainable
Development Goals are used as the underlying rationale to analyse the
connection between sustainable patterns of production and consumption,
care for the environment, wealth distribution, responsible governance
and societal participation.
Leading with responsibility and integrity emerges as one of the central topics of contemporary societal and economic debate. How can people provide leadership in the professional world and in the world at large that responds to the public expectations and ethical principles of transparency, accountability and respect of diversity?
This course aims to develop critical thinking about the theory and practice of responsible leadership. It will examine different theories and will focus on dialogical leadership which enables transparent and effective deliberation. The thinking about leadership can apply to all sectors, though much of the leadership theory discussed emerges from business studies.
Key Learning Outcomes
- Critically evaluate leadership theories, to apply theories on leadership in different contextual situations
- Identify challenges with regard to leadership in practice and investigate in responsibility as guiding ethical principle for leadership
- Create an ethical framework of understanding leadership related to business, societal and cultural environments
- Draw upon learning contents from across the course to create meaningful and values-based statements on leadership within their own professional contexts.
The learning outcomes are embedded in the overall objective to allow participants to understand and engage creatively with the impact of institutional transformation based on ethics for the benefit of their institutions, companies and of society as a whole.
Job prospect
Successful participants habitually work in public or private professional sectors. Responsible leadership is considered as one of the few key competences decisive for all professional development initiatives and is considered as one of the key assets for employability.
- Teacher: Simon Robinson
The cyberspace permeates all dimensions of our contemporary life. It influences the way we travel, the way we remain in connection with others, communicate and harvest information, and ultimately how we organise our business and private lives. Who are we as humans amidst the cyberspace?
This online course addresses the salient ethical questions in relation to security, technologies and artificial intelligence, freedom and responsible citizenship, economics and bullying and protection of the vulnerable, religion, governance and democratic participation. The units include reading and study material of high actuality. Participants will benefit from full and free access to the Globethics.net online library with a plethora of publications in several collection areas of applied ethics. The course will be accompanied by two high profiled and experienced course instructors.
Key learning outcomes
- Recognize the main ethical aspects in cyber environment.
- Apply ethics, core values to all decisions that are made within cyber space.
- Analyze cyber space management approaches and models from the ethical perspective.
- Create new principles of behavior in cyber space that meet global ethical principles and rules.
Job prospects
Successful participants habitually work in public or private professional sectors. Cyber ethics is considered as one of the few key competencies decisive for all professional development initiatives and is considered as one of the key assets for employability.
- Teacher: Gilles Bach
- Teacher: Anna
- Teacher: Arend
This online course introduces you to Corporate Social Responsibility (CSR) and its place in the world today. You will learn about the history, the different definitions and approaches, and the application of CSR within organisations. The learning materials and tools available in the courses allow you to acquire an introductory knowledge of CSR that will help you address social responsibility and sustainability concerns more effectively.
The cyberspace permeates all dimensions of our contemporary life. It influences the way we travel, the way we remain in connection with others, communicate and harvest information, and ultimately how we organise our business and private lives. Who are we as humans amidst the cyberspace?
This online course addresses the salient ethical questions in relation to security, technologies and artificial intelligence, freedom and responsible citizenship, economics and bullying and protection of the vulnerable, religion, governance and democratic participation. The units include reading and study material of high actuality. Participants will benefit from full and free access to the Globethics.net online library with a plethora of publications in several collection areas of applied ethics. The course will be accompanied by two high profiled and experienced course instructors.
Key learning outcomes
- Recognize the main ethical aspects in cyber environment.
- Apply ethics, core values to all decisions that are made within cyber space.
- Analyze cyber space management approaches and models from the ethical perspective.
- Create new principles of behavior in cyber space that meet global ethical principles and rules.
Job prospects
Successful participants habitually work in public or private professional sectors. Cyber ethics is considered as one of the few key competencies decisive for all professional development initiatives and is considered as one of the key assets for employability.
Leading with responsibility and integrity emerges as one of the central topics of contemporary societal and economic debate. How can people provide leadership in the professional world and in the world at large that responds to the public expectations and ethical principles of transparency, accountability and respect of diversity?
This course aims to develop critical thinking about the theory and practice of responsible leadership. It will examine different theories and will focus on dialogical leadership which enables transparent and effective deliberation. The thinking about leadership can apply to all sectors, though much of the leadership theory discussed emerges from business studies.
Key Learning Outcomes
- Critically evaluate leadership theories, to apply theories on leadership in different contextual situations
- Identify challenges with regard to leadership in practice and investigate in responsibility as guiding ethical principle for leadership
- Create an ethical framework of understanding leadership related to business, societal and cultural environments
- Draw upon learning contents from across the course to create meaningful and values-based statements on leadership within their own professional contexts.
The learning outcomes are embedded in the overall objective to allow participants to understand and engage creatively with the impact of institutional transformation based on ethics for the benefit of their institutions, companies and of society as a whole.
Job prospect
Successful participants habitually work in public or private professional sectors. Responsible leadership is considered as one of the few key competences decisive for all professional development initiatives and is considered as one of the key assets for employability.
The course provides participants with the knowledge, competence and skills on the relevance of ethics in the context of a higher education institution, and more specifically as related to the execution of a teaching task.
Learning contents include the study of non-ethical behaviours such as plagiarism, cheating and of ethical dilemmas that are well-defined, but complex and nonroutine. Cybersecurity, intercultural differences, protection of privacy, copyright and intellectual property protection are included in the discussion questions.
The course is intended for teachers and researchers in Higher Education Institutions (HEI) and helps them to recognise, understand and address ethical issues in personal, institutional and professional contexts. As a course participant, you will be asked to reflect on existing policies and practices within your institution, and more broadly, within the higher education sector. You will be provided with the knowledge and tools to reflect on policies through the lens of an
ethicist.
Religion sparks violence. There probably is no other societal phenomenon that creates more controversy in our times. It is, however, also valid that religions provide enormous potential for peaceful cohabitation and cooperation. The online course development project Globethics.net is currently conducting together with Jesuit Worldwide Learning sets out to explore precisely this potential. The two institutions bring a wealth of educational perspectives and ambitions to this unique learning module. GE emphasises in its academic programmes the impulses of ethics for the transformation of individuals, institutions and ultimately societies. Jesuit Worldwide Learning situates its study programmes amidst populations ‘at the margins’, primarily refugees and other uprooted communities. The shared vision of higher education that comes to fruition for both in developing this course together is encapsulated in their conviction that education across national, ethnic and religious borders can make the world a better place.
This impetus constitutes the heart of the course composed of 24 modules divided into three major sections formed around religion(s), culture and ethics. Peace, as per the underlying rationale, comes about when people listen to one another from their places of religious, cultural and social difference with the intention to understand and to work together. Ultimately, the course endeavours to build and develop skills, behavioural patterns and critical thinking around values inherent in each religious tradition that foster constructive tolerance and peaceful collaboration. The charm of this project undoubtedly evolves from the fact that it is interreligious from its inception. The course is designed for a diverse student body ranging from practitioners in interreligious and intercultural settings, community educators, social workers, religious officials, particularly in contexts of religious plurality, and more specifically for young people in today’s communities seeking orientation, tools and inspiration for interreligious praxis.
An international team of eminent scholars in the field is developing the course. They are representing four religious traditions: Buddhism, Christianity, Hinduism and Islam. Their expertise in teaching as much as their experience in engaging with diverse faith communities, and different strands articulated within their own faiths, contributes to a unique process of imagining the pedagogical journey. Their experience will aid the participants of this course to delve into crucial dimensions of religious understanding. How do we deal with reading sacred texts and different ways of interpreting them? How does our religious practice inform our self-understanding? And ultimately, what impact do our religious identities have on our societal and political claims, and vice versa? The course poses these and other questions from a perspective of a critical introspection with the view that peace amidst religious diversity is possible when the differences are not erased, but seen within a framework of shared values for the common good of all and the whole creation. The course incorporates a recurrent didactical thread throughout all three sections built on the skills-building theme of ‘deep listening’ or mindfulness. It is therefore not only a course that will offer cognitive elements, but also relevant practical tools resonating with different spiritual approaches. The study programme intends to offer a fresh and pedagogical approach to one of today’s world most critical issues: interreligious cooperation for peace.
