The three goods of higher education; as education, in its educative and in its institutional practices

Gibbs, Paul ORCID logoORCID: https://orcid.org/0000-0002-9773-3977 (2019) The three goods of higher education; as education, in its educative and in its institutional practices. Oxford Review of Education, 45 (3) . pp. 405-416. ISSN 0305-4985 [Article] (doi:10.1080/03054985.2018.1552127)

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Abstract

Although there has been considerable debate in contemporary literature on the erosion of the public good in higher education, most of it has been concentrated on the word ‘public’ rather than on the notion of ‘good’. Further, the idea of higher education and the organisations for its delivery have become conflated through a focus on the ‘good’ as inherent, intrinsic and instrumental. An idea is proposed, developed from a framework devised by Audi (2004): that higher education is intrinsically good; that aspects of its practice are feasibly inherently good; and institutional practices are instrumentally good. These three goods are commonly conflated rather than interwoven in our policymakers’ understanding of the contribution that higher education has for human flourishing and what contribution higher education providers make to the economics of society.

Item Type: Article
Research Areas: A. > Centre for Education Research and Scholarship (CERS)
Item ID: 25676
Useful Links:
Depositing User: Paul Gibbs
Date Deposited: 26 Nov 2018 11:17
Last Modified: 22 Jun 2022 02:40
URI: https://eprints.mdx.ac.uk/id/eprint/25676

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