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.
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