• Author(s): Dr Holly Smith
  • Title: Values in Higher Education
  • Subject: HE - Education
  • Keywords: ukoer, ukpsf, cpd4he, values, higher education, professional ethics, teaching
  • Language(s): English
  • Material type(s): Text, Audio
  • File format(s): ZIP, HTML, PDF, ODT, RTF, MP3
  • File size: Various
  • Publish Date: 18th February 2011
  • Licence: CC-BY-NC-SA


Annotated Bibliography

  • Bailey, D. (1999). Mainstreaming Equal Opportunities policies in the Open University: Questions of Discourse. Open Learning, 14(1), 9-16.

This straightforward article questions the often made assumption that Equal Opportunities are a good thing in themselves, and asks what good derives to HE from the effective practice of Equal Opportunities. Three models which answer this question are discussed: the liberal tradition of adult education, the business case, and the epistemologies of difference.

  • Freire, P. (1998). Pedagogy and Freedom: Ethics, Democracy, and Civic Courage. Oxford: Rowman and Littlefield.

Freire is perhaps the best known American intellectual who is concerned with pedagogy in the context of trying to create a more democratic society. This is his last book. For him, the relationships of teaching and learning in the classroom reflect, and aim to promote, diversity and democratic values in society. This raises questions of values, with a strong emphasis upon, and engagement with, attempting to change society. It addresses a range of issues important in everyday teaching situations, such as having respect for students, humility, tolerance and promoting curiosity. The book addresses educational institutions in general and but the ideas, are as relevant to universities as they are to schools.

  • Haggis, T. (2003). Constructing images of ourselves? A critical investigation into approaches to learning research in Higher Education. British Educational Research Journal, 29(1), 89-104.

A refreshing corrective to Marton & Saljo, Trigwell & Prosser and Biggs, this paper puts the 'approaches to learning' work (with particularly reference to deep/surface approaches) in the historical context of the recent development of Higher Education as a field of study. Haggis provides a detailed and compelling critique of the validity and evidence for the 'approaches to study' work and its relevance to a mass HE system. She highlights the monolithic and normalising tendencies of this approach, deconstructs the values implicit within it and argues for greater reflexivity. The author goes on to argue that an 'academic literacies' approach addresses many of the conceptual problems she identifies by taking the perspective of the learner and acknowledging the diversity of disciplinary contexts.

  • Harland, T. & Pickering, N. (2011). Values in Higher Education. London: Routledge.

The authors are academics in New Zealand who set out to examine how values are taught and learned in universities in the research that led to this book. They argue that values underpinning our personal theories of teaching, and that only by understanding values can we start to work out the purposes of a higher education. But this is not an abstract discussion; each chapter includes a compelling personal narrative from an academic which exemplifies the issues. The book also provides a note on their methodology of using personal narrative or storytelling to explore values, and show values in action.

  • Hitchings, R. (2011). Do You Ever Disagree With Your Students? Avoiding Personal Politics in Human Geography Teaching. Journal of Geography in Higher Education, 35(1), 85-101.

The author undertook this enquiry because of his personal experience teaching controversial issues in human geography. The paper sets the context of recent debates in human geography about the responsibility of the discipline to take action consistent with the traditional academic study of serious global problems. Hitchings explores the dilemma of teachers who wish to encourage students to become politically engaged while maintaining teacher ‘neutrality’, and focuses on the practical management of these tensions in a variety of teaching contexts.

  • Macfarlane, B. (2004). Teaching With Integrity: The Ethics of Higher Education Practice. London: RoutledgeFalmer.

This engaging and inspiring book takes a most original approach. In the first part the author makes a cogent case for explicit discussion of the value laden nature of academic practice. He explores professional ethics and contrasts this with a Kantian or utilitarian approach. The second part of the book consists entirely of a series of very well written and carefully contextualised case studies, setting out typical dilemmas faced by academics in teaching, assessment, student evaluation and management. Possible responses to these dilemmas are discussed in depth and allow the reader to come to their own ethical decision in a more informed way.

  • Perry (1970). UoO, IAUL,Paper 4: Intellectual and Ethical Development in the College Years, 1-10.

The Institute for the Advancement of University Learning has produced a series of very useful introductory papers summarising important ideas in Higher Education. Here they examine William Perry's account of students’ ideas about the nature of knowledge and higher learning. Perry's work has been subject to criticism because of the narrow range of participants it considers; primarily, young, white, males from priviliged backgrounds. However, it is significant because it was a rare developmental study of changes in student understanding and you may find it resonates strongly with your experience of teaching in HE. www.learning.ox.ac.uk/.../lecturersteachingstaff/resources/resources/Perry_Intellectual_etc.pdf - 14k

  • Robeyns, I. (2005). Three models of education: rights, capabilities and human capital. Theory and Research in Education, 4(1), 69-84.

As the title suggests, this paper sets out three models of the good of education: a legislative human rights approach, Sen's Capabilities approach for the development of human potential, and the concept of human capital developed by Chicago school economists. Although written in relation to primary and secondary education the three models can also be applied to HE.

  • Rowland, S. (2000). The Enquiring University Teacher. Milton Keynes: Society for Research into Higher Education & Open University Press.

This is an engaging account of an approach to professional development in which one’s own teaching is an exciting field of enquiry. It emphasises the intrinsic interest of learning about university teaching with colleagues who bring their insights from different subject backgrounds and thereby provide a richer understanding of teaching and learning processes. The book explores the nature of the university teacher’s enquiry: a form of professional learning which is both collaborative and personally reflective. It involves questioning personal and intellectual values and placing these at the centre of university teaching. The book includes such themes as the relationships between teaching and research and the influence of disciplinarity upon our thinking.

  • Rowland, S. (2006). The Enquiring University: Compliance and Contestation in HE. London: SRHE/OUP.

In his latest book Rowland considers the purpose of higher education, and the tension between serving society and to challenge the orthodoxies of the day. For Rowland our conception of the purpose of higher education is the core value for academics, informing every aspect of our practice, and he goes on to consider issues such as teaching for democracy, and the integration of teaching and research. The chapter in which he sets out the fault lines in academic life, is an insightful analysis of the challenges that widening participation, the introduction of student fees, globalisation, neoliberalism and managerialism have presented to the university in recent years. He contrasts fragmentation driven by such factors with integrity, in all senses of the word. Rowland’s analysis puts values; humanity, integrity, and responsibility where they belong, at the heart of this analysis.

  • Skelton, A. (2000). Camping it up to make them laugh? Gay men teaching in Higher Education Teaching in Higher Education, 5(2), 181-193.

Written from the personal experience of being a gay teacher, this paper examines how sexuality and teaching can relate. It explores whether a marginal identity can be an advantage in thinking about issues of of diversity, equal opportunities and educational values .

  • Walker, M. (2003) Framing social justice in education: what does the 'capabilities' approach offer? British Journal of Educational Studies, 51(2), 168-187.

This article explores the challenge of Widening Participation in higher education. Focusing upon policy which is targeted at enabling more young women and men from working-class groups to access higher education it discusses the value of Sen’s capabilities approach as a pedagogic conceptual tool.


Creative Commons Licence
Values in Higher Education by Dr Holly Smith is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License.
Based on a work at www.ucl.ac.uk.

Contact us: cpd4he@ucl.ac.uk

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