“Social Responsibility” and the Curriculum in Higher Education: The Influence of Teachers’ Values – A Case Study

Abstract

Advancing social responsibility through higher education (HE) is a crucial goal given today’s fragmented and polarized society. Based on a qualitative survey among lecturers at a British university long committed to HE access, this chapter explores the values that underpin their approach to HE and how these inform how they conceptualize “social responsibility” and embed it in the curriculum. Respondents revealed how core values – inclusivity, social justice, empathy, respect, fostering student engagement, empowerment and critical thinking – aligned to shared notions of social responsibility – enabling equal access, developing informed, aware and active citizens who can contribute for the benefit of society – are infused into choice of content, teaching, learning and assessment activities, and management of the learning environment. Perceived outcomes for students included becoming more motivated, independent and empowered learners ready to face the world, more aware of self and the world around them, feeling valued and respected, and growing in confidence, self-esteem and capacity for critical thinking. It was in the curriculum space of interaction among teachers and students that lectures could, in the face of work constraints, still exercise relative academic freedom and find inspiration and opportunities to advance educational practices connected to their values and HE social responsibility.

Citation

Warren, D. (2020), "“Social Responsibility” and the Curriculum in Higher Education: The Influence of Teachers’ Values – A Case Study", Sengupta, E., Blessinger, P. and Mahoney, C. (Ed.) Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development (Innovations in Higher Education Teaching and Learning, Vol. 21), Emerald Publishing Limited, Leeds, pp. 267-282. https://doi.org/10.1108/S2055-364120200000021017