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This deliberately wide-ranging book addresses issues related to trust, compassion, well-being, grace, dignity and integrity. It explores these within the context of higher education, giving existential and empirical accounts of how these moral duties can be expressed within the academy and why they ought to be. The chapters range from values used in the marketing and management of institutions to their realisation in therapeutic and teacher training spaces. The book opens with a specific introduction which positions the work and outlines the context of duties and obligations at play. This is followed by two distinct but related sections including chapters on theoretical issues, organisational practices and personal praxis. The first part is more abstract and theoretical, the second locates the values discussed within the practices of the university. In doing so the book encompasses a wide range of issues from multi-disciplinary and geo-political regions. The authors are a mixture of world-leading authorities on values in higher education and earlier career researchers, who are nonetheless equally passionate contributors. This mix gives the book vibrancy and offers insight which appeals to both an academic and managerial readership.
Inhaltsverzeichnis
Part 1. Systems of Values.- 1. Introduction; Paul Gibbs, Jill Jameson and Alex Elwick. 2. Virtues and dispositions as learning theory in universities; David Scott.- 3. Duties before rights a Kantian notion of the university of the future; Paul Gibbs.- Part 2. The University as Values Organisation.- 4. Re-Valuing the University: An Ecological Approach; Ronald Barnett.- 5. The purpose of university value statements; Alex Elwick.- 6. Relationality: deconstructive, reparative, generative: Relating through valuing pain, Kate Maguire.- 7. Governance, leadership and university cultures: do universities critique social norms and values, or copy them?; Ian McNay.- 8. University, integrity and responsibility; Simon Robinson.- 9. Universities and unpaid work: Louis Althusser re-visited; Sabina Siebert .- 10. Values and the international collaborative research in higher education: negotiating epistemic power between the Global South and the Global North; Carolina Guzmán-Valenzuela.- Part 3. Caringfor Others.- 11. Love and Revolution in the post-truth University; Victoria de Rijke.- 12. Kindness, Communication and Academic Responsibility in HE; Martin G. Erikson.- 13. Relationality and justice: being good to one another; Jon Nixon.- 14. Dignity of Difference and Recognition of Interdependence: advocating a critical dialogue between educational values of Islam and Western secular liberalism; Abdullah Sahin.- 15. The values of liberté, égalité, fraternité fifty years on: why the 'free speech' debate makes it even less likely that Mai '68 could happen in Britain now than it was then; Alison Scott-Baumann.- Part 4 - Making a Difference.- 16. Quality Improvement with Compassion: Developing Healthcare Improvement Science in the European Health Professions' Education; Manuel Lillo-Crespo & M Cristina Sierras-Davó.- 17. Understanding and Creating Compassionate Institutional Cultures and Practices; Kathryn Waddington.- 18. Improving well-being in Higher Education: Adopting a compassionate approach; Frances A. Maratos, Paul Gilbert & Theo Gilbert.- 19. Moving beyond 'homo economicus' into spaces for kindness in higher education: The Critical Corridor Talk of informal higher education leadership; Jill Jameson.
Über den Autor / die Autorin
Professor Paul Gibbs, Director of Centre for Education Research and Scholarship, Middlesex University
Director of the Hong Kong Practice Based Research Centre
Dr Alex Elwick, Research Assistant, Middlesex University (2016-present)
Professor Jill Jameson is Professor of Education, Chair/Director of the Centre for Leadership and Enterprise, Faculty of Education and Health, University of Greenwich. Chair of the Society for Research into Higher Education (SRHE) and Convenor for the Educational Technology (and previously Post-Compulsory and Lifelong Learning) British Educational Research Association (BERA) Special Interest Groups, Jill is Guest Editor for four Special Editions (2006, 2013, 2016) of the British Journal of Educational Technology (BJET) and Principal Investigator for the ESRC Higher Vocational Education and Pedagogy (HIVE-PED) seminar series. An ESRC and ESRC/NRF Newton, South African and Irish Research Council peer reviewer and evaluator, Jill has 38 years of educational governance, leadership and management experience in HE/FE, Herarticles and books on leadership, e-learning and higher/post-compulsory education include Leadership in Post-Compulsory Education (2006), the Ultimate FE Leadership and Management Handbook (2007, with Professor I McNay), the e-Learning Reader (2012, with Prof S de Freitas), Vocationalism in Further and Higher Education (2016, with Dr S Loo, UCL IoE) and a forthcoming book on International Perspectives on Leadership in Higher Education: Critical Thinking for Global Challenges for the OxCHEPs Series entitled International Studies in Higher Education.
Zusammenfassung
This deliberately wide-ranging book addresses issues related to trust, compassion, well-being, grace, dignity and integrity. It explores these within the context of higher education, giving existential and empirical accounts of how these moral duties can be expressed within the academy and why they ought to be. The chapters range from values used in the marketing and management of institutions to their realisation in therapeutic and teacher training spaces. The book opens with a specific introduction which positions the work and outlines the context of duties and obligations at play. This is followed by two distinct but related sections including chapters on theoretical issues, organisational practices and personal praxis. The first part is more abstract and theoretical, the second locates the values discussed within the practices of the university. In doing so the book encompasses a wide range of issues from multi-disciplinary and geo-political regions. The authors are a mixture of world-leading authorities on values in higher education and earlier career researchers, who are nonetheless equally passionate contributors. This mix gives the book vibrancy and offers insight which appeals to both an academic and managerial readership.
