Values and Virtues in Higher Education Research centres on practitioners studying and researching their practices in higher education settings, in order to improve those practices for the benefit of others and themselves. Making research public is a key aspect of ensuring the quality of educational research and educational practices: Values and Virtues in Higher Education Research raises questions and develops conversations about why higher education practitioners should study and improve their work, how this may be done, and what might be some of the benefits of doing so. What we do as practitioners is influenced by and linked with what we value, what we believe is good. Improving practices therefore involves becoming aware of and interrogating the values that enter into and inform those practices; a study of practices becomes a study of the relationships between the practices in question and their values base.
From an international group of contributors in this growing field, this book provides strong theoretical resources and case study material that shows how this transformation may be achieved, including topics such as:
Showing the evolution of theory through critical engagement, this text will be a valuable companion for lecturers, students and professional developers in higher education. This book will form core reading for those who are interested in engaging in practice-based research, and as additional reading for those whose aim is to broaden their thinking in relation to the role of values and virtues in educational research.
Jean McNiff is an independent researcher and writer, Professor of Educational Research at York St John University, and Visiting Professor at Oslo and Akershus University College, Beijing Normal University and Ningxia Teachers University. She is also the author of key texts Action Research: Principles and Practice, You and Your Action Research Project and Writing Up Your Action Research Project.
Introduction1 Values in Higher Education: Articulation and Action 2 Ethicality, research and emotional impoverishment in a technological era3 Why Me? Reflections on using the self in and as research 4 Personalism and the Personal in Higher Education Research, Julian Stern 5 The emergence of open-logic sense-making: A practitioner-researcher’s experience of openness and criticality6 Perspectives on Criticality and Openness in Educational Research in the Context of Latvia, The ‘questionableness’ of things: opening up the conversation7 The ‘questionableness’ of things: opening up the conversation8 Sharing the Learning from Community Action Research9 Constructing Comenian third spaces for action research in graduate teacher education10 Reconceptualising middle leadership in higher education: A tansrelational approach11 From studying educational inequalities to building equitable educational environments