Values in Higher Education: Applying a disciplinary lens


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Presentation slides for an introductory workshop on the role of values in teaching and practice in higher education.

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  • To workshop leader: For example the Law Society 2010 manifesto contains the following: ‘ The four principles • That Government will uphold the rule of law by ensuring meaningful access to justice for all; • That Government will properly defend the rights of the people; • That Government will work for good governance and better law-making; • That Government will support and encourage a strong and independent legal services sector for the benefit of all. '
  • Values in Higher Education: Applying a disciplinary lens

    1. 1. Photo: Wonderlane CC BYValues in Higher Education Applying a disciplinary lens 1
    2. 2. Overviewhat do we mean by values and why do theymatter in HE?ase studies (as methodology and example)rticulating participants’ own values/ethicalprinciples• Personal, institutional and disciplinary perspectives 2
    3. 3. Why explore values?Photo: Andrei Ceru. CC: 3.0 3
    4. 4. Activity 1: What do we mean by values?lease make some notes about what youunderstand by the term ‘values’.lease identify about 3 values that you feel areinherent in higher education. 4iscuss these ideas in groups of 3 or 4.
    5. 5. Why address values in HE practice? alues are at the heart of our identities as academics, and they shape our decisions as teachers and researchers. Yet, values and ethics in university teaching feature less frequently than we might expect in professional development courses for academics. ruce Macfarlane, suggests that there is a dearth of literature on the topic of managing the ethical implications of teaching in modern higher education, and he calls for the bridging of the gap between a professional competency approach to teaching in HE and the ethical complexities of being a university teacher. (Macfarlane, 2004) ap between teaching of ‘techniques’ in HE CPD courses and engaging in ethics, values, politics and social context for higher education. (Malcolm and Zukas, 2001) 5
    6. 6. Case studies and dilemmas Photo: DioramaSky. CC BY-NC-ND 2.0 6
    7. 7. Case studies 7
    8. 8. Activity 2: Working with case studieslease see thehandout entitled‘Values in HE casestudies’ and select2 cases to consider.Please consider the Photo: Molly Ali. CC BY-NC 2.0cases from adisciplinaryperspective. 8
    9. 9. Activity 3: Developing a case study or dilemmalease think of an experience that you haveencountered in your practice that has posed asort of dilemma for you as a teacher. Please drafta rough case study from this share your rough draft with others in thegroup: • To what extent is this dilemma specific to your discipline? • To what extent could the thinking around this case study usefully involve people from other disciplines? 9
    10. 10. Examining and articulating valuesé-jardim-botânico-rio-de-janeiro Photo: Frederic della Faille. CC BY NC SA 10
    11. 11. UKPSF statement of professional values source: UK Professional Standards Framework for teaching and supporting learning in higher educationrofessional Values1 Respect individual learners and diverse learningcommunities2 Promote participation in higher education and equalityof opportunity for learners3 Use evidence-informed approaches and the outcomesfrom research, scholarship and continuing professionaldevelopment4 Acknowledge the wider context in which higher 11education operates recognising the implications for
    12. 12. Activity 4: Examining value statements lease listen to Dr Holly Smith interrogating the HEA 2006 values: lease consider the 2011 HEA value statements: • How would you amend these values? • Are there values you would like to add? • This is a generic set of values. What discipline-specific values would you add to the list? lease discuss your amendments in pairs. • (adapted from an exercise developed by Holly Smith) 12
    13. 13. Disciplinary values Please find a set of valuesarticulated by your discipline.Sources for such a set mightinclude Law Society 2010 Manifesto • Professional disciplinary bodies • HEA – subject repositories • Faculty or departmental statements 13
    14. 14. Activity 5: Critically examining disciplinary valueshe aim of this activity is for participants to develop a critique of thedisciplinary values that you have identified. Here are somequestions that might help:hat assumptions are made in the statement(s) you’ve found?ho benefits from your acceptance of them?ho might disagree with them?re there any contradictions between them?hat are the implications for academic practice?o what extent are these values in accordance with the HEA value 14
    15. 15. Examining practice through a ‘values’ lensurricular perspective (teaching content) • Where are the values of your discipline present in the curriculum? • Would you like to foreground values in your curricula?edagogical perspective (teaching practice) • How are your values realised in your teaching? • Are there ways of further grounding your teaching 15
    16. 16. Referencesarland, T. and Pickering, N. (2011) Values in HigherEducation Teaching London: Routledge.acfarlane, B . (2004)Teaching with Integrity London:Routledge.alcolm, J. and Zukas, M. (2001) ‘Bridging pedagogic gaps:conceptual discontinuities in higher education. Teaching inHigher Education, 6 (1), pp. 33-42.mith, H. (2011) ‘Audio Commentaries: HEA Values’ - MP3produced for the CPD4HE project: . 16Smith, H. (2011) ‘Values in HE’. OER module produced for
    17. 17. Learning Resource MetadataField/Element Value:Title Disciplinary Thinking – Values: Workshop slidesDescription Presentation slides for a workshop on values in HE teaching and academic practiceTheme ValuesSubject HE - EducationAuthor Colleen McKenna & Jane Hughes: HEDERA, 2012Owner The University of BathAudience Educational developers in accredited programmes & courses in higher education.Issue Date 24/05/2012Last updated Date 02/08/2012Version finalPSF Mapping A1, A4, A5, K1, PV1, PV2, PV4License Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License. ukoer, education, discthink, disciplinary thinking, hedera, university of bath, values,Keywords academic practice 17
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