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ERIC Number: ED223149
Record Type: RIE
Publication Date: 1982-Sep
Pages: 38
Abstractor: N/A
Reference Count: 0
Values. Comparative Higher Education Research Group Working Paper #1.
Clark, Burton R.
Sets of values that affect higher education are discussed: social justice, competence, liberty, and loyalty. Social justice pertains to issues of equality and equity. Beyond access to education the interest in justice for students appears as a demand for uniform standards across a system. In addition, personnel and whole enterprises steadily pursue equitable treatment. The call for competence comes in many ways: the work of academic individuals and groups, the quality of students at entry and exit, and the effectiveness of institutions and systems. A third set of values that affect systems of higher education links together choice, initiative, innovation, criticism, and variety; and the central idea in this complex is liberty. Departmental groups seek self-determination within the university, and the university presses for autonomy from the state and outside groups. This set of values includes the powerful academic ideologies of freedom of research, freedom of teaching, and freedom of learning. Loyalty values are connected with the state-university relationship. What the state wants from the higher education system may include socioeconomic relevance, defined in terms of practicality and professionalization; cultural relevance, referring to cultural revival and national identity; and political relevance, defined as good citizenship and commitment to political goals. Actions carried out on behalf of the different values often clash and necessitate accommodations that lessen conflict and allow simultaneous expression. Six ideas are offered regarding accommodation of conflict of these values. It is suggested that competence and liberty require sectors and hierarchies, while merit and choice entail differences and rankings. (SW)
Comparative Higher Education Research Group, Graduate School of Education, 320 Moore Hall, University of California, Los Angeles, CA 90024.
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: California Univ., Los Angeles. Graduate School of Education
Note: For related document, see HE 015 583.