The Model of Transformational Change for Moral Action: A Conceptual Framework to Elevate Student Conduct Practice in Higher Education

Abstract

Higher education faces heightened scrutiny regarding student misconduct, but collegiate disciplinary processes often have minimal impact on students. Their ineffectiveness is partially attributable to the absence of a conceptual framework that guides conduct administration by linking theory, practice, and outcomes. This article presents a framework: the model of transformational change for moral action (MTC), which integrates moral development theory, the transtheoretical (stages of change) model, and transformational leadership. By aligning evidence-based practices, the MTC centers the developmental needs of students, harnesses dissonance to promote positive change, and ultimately converts student-offenders into moral actors and conduct officials into moral agents.

Additional information

Notes on contributors

James R. Neumeister

a

James R. Neumeister ([email protected]) is a higher education doctoral student at Loyola University Chicago, holds a law degree from the University of Notre Dame, and previously served as director of student conduct at Northwestern University.

Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/UJCC.