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

1. http://www.flickr.com/photos/wonderlane/37531816/
Photo: Wonderlane CC BY
Values in Higher Education
Applying a disciplinary lens
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2. Overview
hat do we mean by values and why do they
matter in HE?
ase studies (as methodology and example)
rticulating participants’ own values/ethical
principles
• Personal, institutional and disciplinary
perspectives
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3. Why explore values?
Photo: Andrei Ceru. CC: 3.0
http://www.freephotogaleries.com/picture/Zoom_in_effect/category/1-abstract_stock
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4. Activity 1: What do we mean by
values?
lease make some notes about what you
understand by the term ‘values’.
lease identify about 3 values that you feel are
inherent in higher education.
4
iscuss these ideas in groups of 3 or 4.

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)
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6. Case studies and dilemmas
http://www.flickr.com/photos/diorama_sky/2975796332/
Photo: DioramaSky. CC BY-NC-ND 2.0
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7. Case studies
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8. Activity 2: Working with case studies
lease see the
handout entitled
http://www.flickr.com/photos/mollyali/408096694/
‘Values in HE case
studies’ and select
2 cases to consider.
Please consider the Photo: Molly Ali. CC BY-NC 2.0
cases from a
disciplinary
perspective. 8

9. Activity 3: Developing a case study or
dilemma
lease think of an experience that you have
encountered in your practice that has posed a
sort of dilemma for you as a teacher. Please draft
a rough case study from this material.
lease share your rough draft with others in the
group:
• 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. Examining and articulating values
http://www.lis.illinois.edu/photos/encadré-jardim-botânico-rio-de-janeiro
Photo: Frederic della Faille. CC BY NC SA
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11. UKPSF statement of professional values
source: UK Professional Standards Framework for teaching and supporting learning in higher
education
rofessional Values
1 Respect individual learners and diverse learning
communities
2 Promote participation in higher education and equality
of opportunity for learners
3 Use evidence-informed approaches and the outcomes
from research, scholarship and continuing professional
development
4 Acknowledge the wider context in which higher 11
education operates recognising the implications for

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)
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13. Disciplinary values
http://www.lawsociety.org.uk/new/documents/2010/manifesto2010.pdf
Please find a set of values
articulated by your discipline.
Sources for such a set might
include
Law Society 2010 Manifesto
• Professional disciplinary bodies
• HEA – subject repositories
• Faculty or departmental statements
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14. Activity 5: Critically examining
disciplinary values
he aim of this activity is for participants to develop a critique of the
disciplinary values that you have identified. Here are some
questions 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. Examining practice through a ‘values’
lens
urricular 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
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16. References
arland, T. and Pickering, N. (2011) Values in Higher
Education 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 in
Higher Education, 6 (1), pp. 33-42.
mith, H. (2011) ‘Audio Commentaries: HEA Values’ - MP3
produced for the CPD4HE project:
http://www.ucl.ac.uk/calt/cpd4he .
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Smith, H. (2011) ‘Values in HE’. OER module produced for

17. Learning Resource Metadata
Field/Element Value:
Title Disciplinary Thinking – Values: Workshop slides
Description Presentation slides for a workshop on values in HE teaching and academic practice
Theme Values
Subject HE - Education
Author Colleen McKenna & Jane Hughes: HEDERA, 2012
Owner The University of Bath
Audience Educational developers in accredited programmes & courses in higher education.
Issue Date 24/05/2012
Last updated Date 02/08/2012
Version final
PSF Mapping A1, A4, A5, K1, PV1, PV2, PV4
License Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License.
ukoer, education, discthink, disciplinary thinking, hedera, university of bath, values,
Keywords academic practice
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