ABSTRACT
The preceding chapter sought to explain the differences between lecturers in the manner in which they perceive or approach ethical dilemmas in professional life. By contrast, this chapter will reflect on the significance of the similarities. In offering their analysis, lecturers or my ‘respondents’, as I have called them, drew very similar conclusions in seeking to advise the fictitious characters over most incidents. The similarities in analysis offered are far more important to the essential purpose of this book in seeking to articulate what it means to teach with ‘integrity’ in a university setting.
