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Higher Education for Professional and Civic Values: A Critical Review and Analysis

Author

Listed:
  • Kerry Shephard

    (Higher Education Development Centre, University of Otago, Dunedin 9054, New Zealand)

  • Tony Egan

    (Higher Education Development Centre, University of Otago, Dunedin 9054, New Zealand)

Abstract

Education for sustainable development (ESD) is generally thought to involve some degree of education for particular professional and civic values, attitudes and behaviours (leading to, as examples, being environmentally, socially and culturally responsible); although it is notable that the application of ESD in higher education is contested. This conceptual article analyses literature that describes how higher education addresses professional and civic values, mindfully or unintentionally, in an attempt to provide clarity to the arguments involved in this contestation. The article uses three disciplinary lenses (education, psychology and professional education) in the context of four educational paradigms (experiential learning; role modelling; assessment/evaluation; critical thinking) to explore the theoretical and practical bases of values-education. Our conceptual analysis confirms that values are: of great interest to higher education; a significant focus within experiential learning and in the context of role modelling; but challenging to define and even more so to assess or to evaluate the attainment of. Our three disciplinary lenses also lead us to conclude that encouraging students to develop a disposition to explore their world critically is a form of values-education; and that this may be the only truly legitimate form of values-education open to higher education.

Suggested Citation

  • Kerry Shephard & Tony Egan, 2018. "Higher Education for Professional and Civic Values: A Critical Review and Analysis," Sustainability, MDPI, vol. 10(12), pages 1-16, November.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:12:p:4442-:d:185869
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    References listed on IDEAS

    as
    1. David Ralston & Carolyn Egri & Charlotte Karam & Irina Naoumova & Narasimhan Srinivasan & Tania Casado & Yongjuan Li & Ruth Alas, 2015. "The triple-bottom-line of corporate responsibility: Assessing the attitudes of present and future business professionals across the BRICs," Asia Pacific Journal of Management, Springer, vol. 32(1), pages 145-179, March.
    2. Erin A. Cech, 2014. "Education: Embed social awareness in science curricula," Nature, Nature, vol. 505(7484), pages 477-478, January.
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    Citations

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    Cited by:

    1. Christian Rammel & Oliver Vettori, 2021. "Dealing with the Intangible: Using the Analytical Lens of Hidden Curricula for a Transformative Paradigm of Sustainable Higher Education," Journal of Education for Sustainable Development, , vol. 15(2), pages 234-249, September.
    2. Pablo Aránguiz & Guillermo Palau-Salvador & Ana Belda & Jordi Peris, 2020. "Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the “Universitat Politècnica de València”," Sustainability, MDPI, vol. 12(9), pages 1-23, April.
    3. Zhe Cheng & Tong Xiao & Chen Chen & Xiong Xiong, 2022. "Evaluation of Scientific Research in Universities Based on the Idea of Education for Sustainable Development," Sustainability, MDPI, vol. 14(4), pages 1-18, February.
    4. Lorenz Probst, 2022. "Higher Education for Sustainability: A Critical Review of the Empirical Evidence 2013–2020," Sustainability, MDPI, vol. 14(6), pages 1-24, March.
    5. Gracia González-Gijón & Nazaret Martínez-Heredia & Francisco Javier Jiménez Ríos & Andrés Soriano Díaz, 2021. "Analysis of Ecological Values in Future Education Professionals in Andalusia (Spain)," Sustainability, MDPI, vol. 13(14), pages 1-12, July.

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