Do We Teach Our Students to Share and to Care?

Autor/inn/en	Brown, Kim; Connelly, Sean; Lovelock, Brent; Mainvil, Louise; Mather, Damien; Roberts, Helen; Skeaff, Sheila; Shephard, Kerry
Titel	Do We Teach Our Students to Share and to Care?
Quelle	In: Research in Post-Compulsory Education, 24 (2019) 4, S.462-481 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Kim) ORCID (Connelly, Sean) ORCID (Lovelock, Brent) ORCID (Mainvil, Louise) ORCID (Mather, Damien) ORCID (Roberts, Helen) ORCID (Skeaff, Sheila) ORCID (Shephard, Kerry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2019.1654693
Schlagwörter	Values Education; Caring; Sharing Behavior; Departments; College Faculty; College Students; Research Universities; Foreign Countries; Global Approach; Cultural Awareness; Multiple Literacies; Social Responsibility; Teacher Attitudes; Student Attitudes; Sustainable Development; Ethical Instruction; Citizenship Education; New Zealand + Suchen Sie Ihr Suchwort? Werterziehung; Care; Pflege; Sorge; Betreuung; Department; Abteilung; Fakultät; Collegestudent; Forschungseinrichtung; Ausland; Globales Denken; Cultural identity; Kulturelle Identität; Soziale Verantwortung; Lehrerverhalten; Schülerverhalten; Nachhaltige Entwicklung; Ethics instruction; Teaching of ethics; Ethikunterricht; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Neuseeland
Abstract	We explored how academic departments, university teachers and students in one research-led university in New Zealand identified and addressed challenges in achieving three particular graduate attributes. These attributes (global perspective, environmental literacy and those aspect of ethics that involve personal social responsibility) are distinctive in that they may encompass values, attitudes and future behaviours, in addition to knowledge and skills. We documented formal processes in each participating department; interviewed university teachers to understand how they conceptualised these attributes and the processes of teaching them; explored student perspectives via individual and group interviews and written responses to verbal questions in groups; held project-based and departmental discussions to help us understand how the diversity of perspectives and processes extant in this institution were understood; and developed resources to explore and support future academic engagement with the issues that have arisen in this research. We discuss a potential mismatch between what this institution's strategic documentation aspires to and how departments and their teachers are managing these expectations, and we link this concern to the academic discourse on roles, responsibilities and capabilities of higher education. Our research has implications for all higher education institutions that express their aspirations or intentions for the values that their students will learn and we propose a research agenda to address our concerns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01