scholarly journals Teaching Ethics in Higher Education Using the Values – Issues – Action (VIA) Model

10.28945/2336 ◽  
2016 ◽  
Vol 1 ◽  
pp. 013-034 ◽  
Author(s):  
Crystal R Chambers ◽  
Hellen Ransom
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Ethical Decision Making ◽  
Ethical Challenge ◽  
Education Students ◽  
Emerging Leaders ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
Teaching Learning ◽  
Classroom Use

Ethics content within higher education graduate programs can help higher education students as emerging leaders become more thoughtful about the decision making process. The purpose of the present manuscript is to explore one vehicle through which current and future higher education leaders can actively contemplate their values and how their values influence their actions when faced with an ethical challenge. The Values – Issue – Action (VIA) Model for Ethical Decision Making is a tool for both classroom use and professional reflection through which one can reflect on their values (V) and how those values shape how they perceive issues (I), and in turn shape their actions (A). Implications for teaching, learning, and practice are discussed.

scholarly journals Characterizing Ethical Decision-Making and Its Influences: Examining Higher Education Leaders in the United States

2015 ◽  
Vol 6 (2) ◽  
pp. 50-73
Author(s):  
Tara Shollenberger
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
The United States ◽  
Ethical Decisions ◽  
Education Leaders ◽  
Diverse Student ◽  
Higher Education Leaders ◽  
Delphi Research

The ethical decision-making (EDM) process that leaders should follow to avoid scandals and unethical behavior is often overlooked. In addition, visit few studies have focused on EDM within higher education. Yet, educational leaders have an ethical responsibility due in part to increasingly diverse student populations enrolled that is having an impact on the growth of educational institutions. This exploratory study used the Delphi research technique to identify an EDM definition that leaders use to make ethical decisions and identify the environmental factors that influence their decisions as well as an EDM model within the U.S.

scholarly journals Characterizing Ethical Decision-Making and Its Influences — Examining Higher Education Leaders in Poland

2014 ◽  
Vol 5 (2) ◽  
pp. 129-150
Author(s):  
Tara Shollenberger
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Environmental Factors ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Cultural Aspects ◽  
Ethical Decisions ◽  
Cultural Research ◽  
Higher Education Leaders ◽  
Delphi Research

A review of literature revealed that cross-cultural research had not addressed the topic of ethical decision-making definitions (EDM), environmental factors and EDM models all of which could influence ethical decision-making especially within higher education. The present research study examined ethical decision-making, specifically how it was defined and its process. Then environmental factors were identified by experts as being influential to the process of EDM within higher education in Poland. The research provided focuses mainly on EDM and cultural aspects as related to Poland and higher education. In the conclusion, results were compared to a parallel study that focused on ethical decision-making within higher education in the U.S. This exploratory study used the Delphi research technique to identify an EDM definition that leaders use to make ethical decisions and identify the environmental factors that influence their decisions as well as an EDM model within Poland

scholarly journals Organizational Change Management in Higher Education through the Lens of Executive Coaches

2021 ◽  
Vol 11 (6) ◽  
pp. 269
Author(s):  
Dimitrios Vlachopoulos
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Change Management ◽  
Academic Community ◽  
Structured Interviews ◽  
Organizational Change Management ◽  
Executive Coaches ◽  
Leadership In Higher Education ◽  
Education Leaders ◽  
Higher Education Leaders

This study investigated perceptions of organizational change management among executive coaches working with British higher-education leaders and factors that make leaders effective when managing change. This basic qualitative research used semi-structured interviews with eight executive coaches selected through purposeful sampling. As main challenges to efficient, inclusive change management, participants mentioned leaders’ lack of a strategic vision or plan, lack of leadership and future leader development programs, and lack of clarity in decision-making. They recognized that leaders’ academic and professional profiles are positively viewed and said that, with coaching and support in leadership and strategic planning, these people can inspire the academic community and promote positive change. Additional emphasis was given to the role of coaching in the development of key soft skills (honesty, responsibility, resiliency, creativity, proactivity, and empathy, among others), which are necessary for effective change management and leadership in higher education. The paper’s implications have two aspects. First, the lessons of the actual explicit content of the coaches’ observations (challenges to efficient change management and views of leaders); second, the implications of these observations (how coaching can help and what leaders need).

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

Observations through a Keyhole

2014 ◽  
pp. 59-78
Author(s):  
Tak Cheung Chan ◽  
Evan G. Mense ◽  
Mindy Crain-Dorough ◽  
Michael D. Richardson ◽  
Kenneth E. Lane
Keyword(s):  
Higher Education ◽  
History Of Higher Education ◽  
Holistic View ◽  
Management By Objectives ◽  
Online Technology ◽  
Education Leaders ◽  
Brick And Mortar ◽  
History Of ◽  
Higher Education Leaders ◽  
Results Orientation

Global higher education leaders face the most explosive political environment in the history of higher education in the world due to decreased financial resources coupled with increased accountability. As revenues become scarcer, calls for accountability continually increase the five often-competing forces driving change in global higher education. In order to gain a more holistic view of accountability, the authors focus on five major shifts in global higher education: 1) Supply: financing; move from state-supported to state-assisted; 2) Demand: students; by 2020 minority students will be the majority; 3) Delivery: competition; faculty, f2f, online, technology, etc.; 4) Structure: new structures in different locations, internationalization, no longer brick and mortar, brick and click; 5) Productivity: management by objectives and results orientation.

Tackling the Emerging New Norms in Higher Education in Post-Recession America

2017 ◽  
pp. 46-62
Author(s):  
Wayne Perry Webster ◽  
Zach P. Messitte
Keyword(s):  
Higher Education ◽  
The United States ◽  
Private Higher Education ◽  
Private Institutions ◽  
Prospective Students ◽  
Public And Private ◽  
Cost Structures ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
New Situation

This chapter will examine emerging new norms across higher education in the United States following the recession of 2008-09. Colleges and universities face an environment increasingly made up of prospective students and their families shopping and bargaining for the best college deal; institutions are struggling to control student costs by raising discount rates; administrators are seeking to find new sources of revenue and programmatic niches; and faculty are increasingly focused on how to make their curriculum more unique and relevant. Finally, higher education leaders should closely examine long-held recruitment and financial aid strategies, cost structures, academic calendars and mission to meet the new situation. This chapter will summarize the development of the new landscape in public and private higher education, including the growing similarities facing public and private institutions including their common efforts to keep higher education affordable and accessible, and conclude with recommendations for administrators as they navigate their way through the new norm.

Management Quandary

2020 ◽  
pp. 140-157
Author(s):  
Jerrid P. Freeman ◽  
Karen J. Haley
Keyword(s):  
Higher Education ◽  
Skill Acquisition ◽  
Historical Perspective ◽  
Multiple Relationships ◽  
The Public ◽  
Education Leaders ◽  
Institutional Structures ◽  
Higher Education Leaders ◽  
Business Acumen

Higher education is changing in significant ways and cannot continue to operate in the same ways it once functioned. This multifaceted complexity requires leaders to manage and lead not only the business enterprise of higher education, but also societal demands within the context of multiple institutional structures and values. Every leader must understand their role in managing and how to be nimble enough to respond and adapt to the needs of society, students, and business while also developing the quality of education and experience that restores the faith of the public in higher education. Higher education leaders must be willing to take on the management quandary before them—maintain a strong business acumen, manage the multiple relationships inside and outside the Academy, and address the needs of society and business in knowledge and skill acquisition. The current climate presents a scenario where it is difficult for a leader who focuses heavily on only one element and lacks the historical perspective of higher education to be successful.

The Future of Transversal Competencies in Higher Education Assessment

2022 ◽  
pp. 253-268
Author(s):  
Jean Cushen ◽  
Lauren Durkin
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Early Stage ◽  
University Teaching ◽  
Assessment Practices ◽  
Education Assessment ◽  
Higher Education Assessment ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
Student Centred Learning

This chapter evaluates the rising significance of transversal competencies and the implications for higher education assessment practices. Transversal competencies are expected to play a definitive role in future of work scenarios. This chapter evaluates the decisions and impacts surrounding the integration of transversal competencies into higher education assessments. In particular, the chapter explores the commitments and adjustments that higher education leaders must make to build the competence assessment infrastructure and supports required. The guiding role ‘student-centred learning' pedagogies can play is discussed. Relatedly, early-stage competence frameworks are offered as insight into how student-centred learning can deliver novel, active, reflective assessments that embrace competence diversity and target meaningful development. Finally, a roadmap is offered for higher education leaders to guide them in this challenging but pertinent transformation of university teaching and learning.

Sign in / Sign up

Export Citation Format

Share Document