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In this article we will outline 5 key ethical considerations when collaborating with societal partners.

One of the core elements of our ‘Learning Landscape for impact-driven education’ is Authenticity.  This means that we depart the learning journey with our students from an authentic concern or a “matter of care” (Tronto, 1993). We invite our students to connect with an issue they already care about or to discover a new one, and to engage with societal partners who feel the problem themselves, have a genuine interest in the issue or a responsibility to deal with it. Moreover, we invite our students to engage with these issues as an authentic person: with emotions, fears, excitement and intention – not just with their minds.

What is a matter of care?

An inspiring definition is the one that follows: “matters of care are everything that we do to maintain, continue and repair our world so that we can live in it as well as possible” (Tronto, 1993). There are two especially interesting elements in this definition for impact-driven education. Firstly, caring is more than a “good intention”, it’s a hands-on endeavor to comprehend a complex issue and make a positive contribution. This hands-on attempt becomes tangible in the development of a relationship with a specific organization or community where identities, affections and ethical implications arise. 

Secondly, this definition reminds us that “as well as possible” is an attempt. “Caring for” is an ongoing process to tackle complex issues in which different voices are involved and there is not one correct answer. We need to continually question our assumptions and biases and consistently have conversations with our societal partners to make sure our collaboration is in the right path for being fruitful. 

How to care?

Based on our experience collaborating with societal partners, we outline 5 ethical considerations that teachers and students should consider. These principles help us have a “caring” relationship with our societal partners and set fertile ground for a reciprocal and successful collaboration.  

Respect

‘The views and interests of all stakeholders should be taken seriously’ 

When working on a societal challenge, stakeholders should be approached on equal footing, regardless of the differences in knowledge or background. Community interests should not take a back seat to professional or academic objectives. Collaboration with societal partners should involve active cooperation and shared decision-making. Project objectives should stem from a mutual exploration and balancing of stakeholders’ needs, expertise, and expectations.

Transparency

‘Stakeholders should be kept informed about the project, its progress and impact’ 

Ther must be open communication about any aspects of the project that could affect the participation of the societal partner. It is important to inform stakeholders of your competencies, support requirements, potential disruptions, and available resources. Likewise, it's important to understand the stakeholders' values, influences, operational procedures, and accessible resources.

The amount of information needed for a stakeholder to “feel informed” varies from person to person and between different groups. Therefore, it is important to remain open to questioning and explicitly state a willingness to address concerns when raised. This may require adjustments to the methods and tools utilized in the project.

Consent

‘Informed agreement to participate in the project should be obtained from participants’

Everyone involved, especially community members, should have the opportunity to provide informed consent, rather than solely relying on representatives of organizations. Deciding not to participate or withdrawing later should have no consequences and may require follow-up care. Additional care is necessary to ensure clear information and consent procedures for vulnerable individuals.

Fairness

‘There must be a fair balance between the benefits and burdens of the project’

When working with external societal partners it's important to balance the benefits they can get out of the collaboration with the burdens that the project might entail. For this reason, it is crucial to identify the organization’s needs before engaging in a partnership. Everyone involved in the project should acknowledge and agree on the project’s benefits to prevent unrealistic expectations and avoid future disappointment. 

Fairness involves more than simply avoiding harm, and benefits should be more than just monetary or gifts. Balancing also requires considering the use of resources, including volunteers’ time and energy, for instance. Especially organizations with limited resources must carefully consider how to allocate them. 

Accountability

‘Teachers and students are accountable for their actions towards the societal partners’

All stakeholders assume accountability for their actions. Both students and teachers must be accountable for their decisions, how they use information, and their commitments to their partners. At the same time, stakeholders are accountable for the information they provide and their commitment to the project, research, or course. Accountability is key to ensure a reciprocal and fruitful collaboration. 

References

De la Bellacasa, M. P. (2017). Matters of Care: Speculative Ethics in More than Human Worlds. University of Minnesota Press. 

Tronto, Joan C. Moral Boundaries: A Political Argument for an Ethic of Care. Psychology Press, 1993.