Ethical Standards and Unhealthy Practices in Academic Seminars

Abu-Ubaida SANI

Department of Languages and Cultures,
Federal University, Gusau, Zamfara State, Nigeria
Email: abu-ubaidallah@fugusau.edu.ng | abuubaidasani5@gmail.com
Site: www.abu-ubaida.com | www.amsoshi.com
WhatsApp: +2348133529736

Introduction

Academic seminars are vital platforms for intellectual exchange, fostering knowledge, and refining research. However, maintaining a professional and ethical atmosphere during these events is essential to ensure that both students and lecturers benefit from constructive criticism, respect, and mutual learning. Unfortunately, some unhealthy and unethical practices have emerged in academic settings, undermining the integrity of these seminars. These practices, ranging from disrespecting students to fostering bias and rivalry, not only hinder academic progress but also create a toxic environment. This paper explores common unethical behaviors observed during seminars and suggests ways to foster a more respectful, productive, and ethical academic culture.

1. Disrespecting Students

Students deserve respect and protection during seminars, no matter the circumstance. Embarrassing them with irrelevant questions like, "Who is your supervisor?", "What tribe are you from?", or "Which university did you attend?" is highly unethical. Criticism should focus solely on academic work, and personal attacks or attempts to discredit the student based on their background should be avoided. Every student has the right to be treated with dignity.

2. Unjustified Condemnation

Condemning a student’s work without substantial evidence is counterproductive and unprofessional. It's important to recognize that students can sometimes be more updated on certain topics. Engage in meaningful discussions, respect their knowledge, and be open to learning from them. Intellectual growth is a two-way street, and there's no room for superiority complexes in academia.

3. Inappropriate Dressing

Both students and lecturers should maintain a standard of decency and professionalism in their appearance during seminars. Ladies should avoid appearing half-dressed, and men should avoid looking disheveled. Dressing appropriately is a mark of respect for the academic environment and demonstrates seriousness in scholarly pursuits.

4. Provoking Students

Never provoke or demoralize students during their defense. Lecturers should act as supporters and guides, not intimidators. Provoking students can lead to anxiety, hopelessness, and negatively affect their performance. As a mentor, it's essential to consider the emotional well-being of students. Constructive feedback should inspire improvement, not fear. Remember, some students have experienced severe distress, even leading to tragic consequences, after harsh seminar experiences.

5. Lazy Readership

Scanning or skimming through a thesis is unethical and undermines the trust placed in examiners. Supervisors and examiners must thoroughly read and understand the thesis, conducting further research when necessary. A thorough review process ensures that students receive valuable feedback and that academic standards are upheld.

6. Quarreling in Public

Public quarrels between colleagues during seminars set a poor example for students and disrupt the academic environment. Disagreements should be handled privately, and lecturers must maintain professionalism. Insulting or arguing with a colleague in front of students reflects poorly on both the individuals involved and the institution.

7. Undermining Colleagues

It is unethical and unprofessional to belittle or undermine a colleague in the presence of students. Such behavior damages relationships and creates an unhealthy learning environment. Respect for colleagues and their contributions to academia is essential for fostering a positive academic atmosphere and teaching students the importance of collaboration.

8. Political Bias and Rivalries

Criticizing a student’s work because they belong to a rival academic group or syndicate is unethical. Academic discussions should be free from political or personal biases. The integrity of academic evaluations should be upheld, with feedback based purely on merit and academic performance, not personal rivalries.

9. Unwillingness to Accept Feedback

It is unprofessional for lecturers to reject valid observations or corrections during seminars. No one is perfect, and accepting feedback where necessary is part of academic growth. A willingness to engage in constructive dialogue and admit mistakes is essential for fostering a healthy learning environment.

10. Writing for Students

It is both unethical and illegal for supervisors or lecturers to write theses or dissertations for students. This not only compromises the integrity of the academic process but also fails to equip students with the necessary skills they need for future challenges. Instead, lecturers should guide, correct, and mentor students to complete their work independently.

11. Disowning a Student

Supervisors must not distance themselves from their students, especially when there are mistakes in research. Supervising is a mentorship role, and students should feel supported throughout their academic journey. Claiming credit when a student succeeds but disowning them when there are errors is dishonest and irresponsible. True mentorship involves standing by students in both their successes and failures.

12. Neglecting the Real Problem

It is essential to differentiate between Almajiri youths, who are Islamic students, and the millions of destitute roaming the streets in Northern Nigeria. Addressing this issue and creating a safe, supportive environment for learning is critical. Education should be seen as a solution to poverty and social issues, and academic discussions should focus on improving lives.

13. Failure to Engage Parents and Society

The role of parents and society in shaping students’ academic success is often underestimated. There is a need for extensive sensitization of parents to take responsibility for their children’s academic welfare. Radio stations, community leaders, and prominent scholars should be involved in mobilizing communities to support proper academic and moral training.

14. Neglecting the Importance of Basic Education

Government intervention is crucial in making basic education compulsory and free. Introducing legislation to ensure every child receives foundational education will create a more informed, literate society and reduce societal issues related to uneducated youth.

15. Personal Accountability

As educators, it’s important to remember that students are a trust placed in our hands. They must be treated with care, respect, and empathy. Lecturers are not just paid for the job but are responsible for shaping the future. How we treat students today reflects on the kind of society we will create tomorrow. Personal accountability is key—what we do today will one day come back to us, even within our own families.

Conclusion

As academicians and educators, we must maintain high standards of ethical conduct during seminars and throughout our professional interactions. These recommendations, if followed, can help foster a more supportive, respectful, and effective academic environment, ultimately benefiting both students and lecturers alike.

Thank you for reading.