This article summarizes and analyzes John Dennison's 1995 article about value conflicts within Canadian community colleges. Dennison examines the fundamental values of social justice, competence, liberty, and loyalty that guide colleges. However, he argues these values often conflict with each other, complicating decision-making. The summary discusses how Dennison defines these values and gives examples of how prioritizing one value can compromise another. It also explains how understanding these value conflicts can provide insight into organizational culture and policies.

1. EDUC.1115 Foundations of Applied Education
Assignment 4- Article Review
Submitted by: Krystle Robinson
Dennison, J.D. (1995). Values in the Canadian community college: Conflict and compromise in
John D. Dennison (Ed), Challenge and opportunity: Canada’s colleges at the crossroads
(pp.169-183). Vancouver, British Columbia: UBC Press.
Exploring Values in the Context of the Community College
The mission and mandate of most postsecondary institutions in Canada are deeply rooted
in a set of values which underlie all organization policies and practices. Organizational values
often guide the decision making and planning process and attempt to solidify the purpose of what
an organization is trying to accomplish and why. In Dennison’s (1995) article Values in the
Canadian Community College: Conflict and Compromise he examines the fundamental values of
social justice, competence, liberty and loyalty in the context of the community college. He
suggests that these values are integral to colleges accomplishing their missions but that value
conflicts “plague” (p.169) the decision-making process and directly impact a college’s operation.
This paper will examine the main points in Dennison’s article and discuss what implications they
may have for one’s professional teaching practice within the community college setting.
In the first part of the article, Dennison argues that Burton Clark’s values in higher
education are applicable to the context of the community college. He states that these values
shape organizational policies and practices and decision-making around the day-to-day
operations. Dennison suggests that the “complexity of the college as a contemporary social
organization” is largely attributed to value conflicts (p.169). He argues that values in Canadian
colleges have been largely influenced by the convergence of various social, political, economic
and educational factors, as well as “governmental pressures” and values of other “societal

2. EDUC.1115 Foundations of Applied Education
groups” (p.170). His argument is supported in Ghosh’s (1995) article, which also suggests that
educational institutions are social organizations “shaped by economic, social, political, cultural
and historical forces” (p.3). Despite the diversity of forces “attempting to direct the college”,
Dennison argues that the four fundamental values mentioned above are shared by society and
external agencies. He argues that although these values are applied to universities, they’re very
applicable in the college setting.
In the next part of Dennison’s article, he defines the four values in the context of the
college and again arguing that they “are in constant conflict” with each other (p.174). The first
value set of social justice is “concerned with equality/equity” with regards to policies and
practices affecting students, staff and the community at large (p.170). Dennison defines the
second value set of competence as being related to “quality” in terms of programming and staff
performance (p.171). The third value of liberty is described as choice within the institution and
Dennison relates it to the idea of “academic freedom” (p.171). Lastly, Dennison defines loyalty
as being concerned with the “relationship between the institutions and their primary funding
source” (p.172). Dennison emphasizes the fact that “when a college attempts to adhere to
Clark’s four value sets,” conflict or compromise arise as a result (p.175). He suggests that while
social justice is a predominant value a community college, it often compromises the value of
quality. Further, liberty and loyalty are in conflict with each other and sometimes are in conflict
with social justice and quality. He further states that value conflicts often hamper decision
making and progression in a community college.
In the section to follow, Dennison suggests that through the use of value statements and
case studies, colleges may be better able to understand the “complexity of value conflicts” and
identify long-term resolutions that “will guide future action” (p.175). Dennison notes that value

3. EDUC.1115 Foundations of Applied Education
statements provide clarity in understanding value conflicts and facilitate important conversation
around “attitudes towards policies which are fundamental to the operation of the college”
(p.176). These conversations may draw attention to underlying issues, which may be the actual
barriers to colleges accomplishing “their missions” (p.181). Through the use of case studies,
participants gain understanding of how “value sets converge” and how “to rationalize a
resolution to the problem” (p.177). Dennison suggests these strategies are practical ways for an
organization to understand and work through challenges presented from value conflicts.
The last part of the article examines how value sets differ between college and university
cultures. Dennison states that the value of social justice is less prominent in universities, while
the value conflict of social justice and quality is an “ongoing issue” in the “college sector”
(p.179). With consideration to the other values of liberty and loyalty Dennison notes that liberty
is “a major source of debate” in Canadian community colleges because they have a “limited
degree of autonomy”, as they attempt to remain loyal to both government bodies and community
needs (p.180). A further source of difference is the emphasis on unity in the college setting,
where “loyalty to the organization” comes before loyalty to “one’s discipline,” clearly
distinguishing a college from a university (p.180).
Dennison concludes by suggesting that Clark’s four value sets are “not only applicable,
but that they are also integral, to the policies and practices which colleges formulate to
accomplish their missions” and that knowledge of these values can allow for greater
understanding of an institutions purpose and priorities (p.181). As a college instructor, I will
now discuss how my teaching practice will be affected and why this information is beneficial.
Dennison’s article provided a clear overview of the fundamental value sets found in
higher education. This overview was useful because it provided concrete examples of these

4. EDUC.1115 Foundations of Applied Education
values in practice and common examples of these values in conflict, which I have observed
firsthand without understanding “why” they happen. The article helped me understand that
organizational conflicts may be largely attributed to value conflicts and that without proper
resolution, these conflicts can continue for a long time. Further, I learnt that these issues are not
just isolated to my organization but are prevalent in many Canadian colleges.
The case studies also provided insight into complexity of the decision-making process in
colleges. These examples were particularly relevant because they gave me understanding of how
value conflicts may impact areas of my teaching practice such as academic freedom, student
selection and why colleges are limited in “what” and “how” they do business due their
responsibility to external stakeholders. Of particular interest was the emphasis of unity in
colleges. In my organization, it’s of utmost importance that the mission and mandate are
reflected in our teaching practice. Dennison’s article clarified the reasoning behind this practice
and I have gained a better understanding of why it’s important in all community colleges.
Dennison’s article has given me a thorough understanding of values and their role in the
college community. It has made me reflect on my own personal values and attitudes as they
relate to teaching and learning and have come to realization that they directly impact “how” and
“what” I do in my teaching practice. The implications this has for future teaching practice is that
I will be considerate of not only my values but also the four values discussed in the article and be
cognizant of their influence over the decisions I make with respect to teaching. Further, I have
gained an overall awareness of how values can shape an organization’s culture and the policies
or practices I am directly affected by. Lastly, the information in this article has given me an
appreciation for the complexity of the decision-making process in my own organization and has
better prepared me for participation in this process in the future.

5. EDUC.1115 Foundations of Applied Education
Bibliography
Ghosh, R. (1995). Social change and education in Canada (3rd ed). Toronto, Ontario: Harcourt
Brace & Co.