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Human perceptions, attitudes, and relationships are shaped by worldviews and values. The rich mosaic of worldviews in today's fast-changing global village, where cultures interact and information flows freely, challenge educators and students. Worldviews influence problem modeling and solutions. Worldviews give us psychological confidence that the world is as we see it, safe, secure, and belonging. Each worldview is consistent with the assumptions, ideals, and analytical processes. Values define behavior, attitudes and decision-making. The global higher education system's long history and recent developments in globalization, technological innovations, and internationalization make it even more complex. Globally, higher education is evolving rapidly. Global political, economic, social, technological, and environmental factors promote rapid change. Higher education institutions have struggled to adapt to these developments due to limited resources and capacity. Growing demand has created new business models and institutions. Access, equity, inclusion, and quality are new issues that emerged. To be relevant in a rapidly changing environment, higher education institutions must adapt to the knowledge society and growing need for access. This anthology contains 14 thought-provoking studies on worldviews and values in teaching-learning, curricula, assessment, and outcomes.

The purpose of this chapter is to consider a public value(s) approach as a response to the challenges besetting public management and to investigate the implications of such an approach for management education.

The chapter investigates the concepts of public value and public values and their influence on the norms and practices of public management. It then focuses on the way in which management education has responded to a changing context resulting in innovation and realignment in order to enable public managers to espouse public values and achieve public value. The chapter concludes by exploring the philosophical and practical impact of a public value(s) approach in mid-career public management education.

A public value(s) approach provides not only a relevant discursive framework for public managers but also an appropriate mode of management for the changeable context in which they work. This changes their expectations of mid-career education and influences programme content and pedagogy, enabling innovation and experimentation.

The chapter identifies and analyses the benefits, outcomes and challenges of the public values(s) approach in the mid-career classroom.

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.

This study examines one social studies teacher’s experience developing and implementing an Experiential Education-based (EE) curriculum and her reflection on the experience of putting theory and research into practice. Using a qualitative case study research strategy, we focused on the single case of the teacher’s experience. We identified four categories related to the implementation of EE elements into her classes: (a) teacher’s values, (b) students’ values, (c) teacher directedness versus student directedness, and (d) accountability. We used the teacher’s values as the central category for our discussion to explore how these values conflicted and coordinated with manifestations of the other categories. Through this study, we learned more about the importance of teachers as researchers and the value of university and school collaboration. However, the critical result was the disconnect between what is valued by the teacher and what is assessed and the need for a continued examination of this issue.

The number of students from culturally and linguistically diverse (CLD) backgrounds continue to increase in classrooms across the United States. These students have complex needs as they experience more barriers to success when compared to their peers. These barriers are further compounded when CLD students are also identified as having disabilities. To address the barriers and meet the needs of CLD students with disabilities, teaching professionals should move away from the traditional American educational values of individual freedom and self-reliance, equal opportunity and competition, and material wealth and hard work. Conversely, schools and teaching professionals should incorporate the modern values of social justice, diversity, equity, inclusion, accessibility, and belonging when working with students from CLD backgrounds who have disabilities. This chapter presents these values and provides recommendations for teaching professionals and schools.

All over the world, different types of disabilities affect people and their quality of life. And schools, families, and federal and state agencies are obligated to play very important roles in advancing special education values for students with physical and other health impairments. To maintain and advance these values, the needs of students must be met to the greatest extent possible. Advancing values comes with recognizing the strengths, preferences, interests, related services, community experiences, development of employment, other postschool adult living objectives, and the acquisition of daily living skills. The question is, are these values consistently met, especially for students with physical and other health impairments? This chapter answers this question by discussing how these values can be met and advanced for students with physical and other health impairments.

In light of the concerns of declining value education in higher education and the debates on the role of general education in current university setting, the purpose of this paper is to discuss the relation between general education and moral and civic education by examining the effectiveness of a compulsory classics reading general education program in cultivating civic literacy in Asia-Pacific context.

Mixed-method approach in the form of survey assessment and focus group studies was employed to examine the degree of students’ development in abilities and virtues relevant to civic literacy in the course.

Data analyses reveal a promising development on students’ civic literacy in the classics reading general education course. Statistical analysis on surveys indicated students experienced a significant development on democratic skills and critical thinking, acquisition of civic knowledge and cultivation of democratic virtues after taking the course. Focus group analysis illustrated a relation between classics reading and students’ acquisition of knowledge of socio-political institutions, cultivation of open-mindedness and sense of tolerance for diversity and willingness of seeking reasonableness and engaging in social debates.

This paper discusses the successful experience of a newly formulated General Education program in Hong Kong. The program is the first attempt in East Asia to launch values education through the teaching and learning of classics in Asia-Pacific context. This could be an example of launching values education at the level of undergraduate education for other local universities.

This study examines attitudes toward higher education for men and women among male and female students and parents in the United Arab Emirates (UAE) and demonstrates gender differences in parent and student expectations about the importance of higher education.

This quantitative study examines attitudes toward higher education among 461 matched students and parents (total sample size 1442 respondents) in six higher education institutions in the United Arab Emirates (UAE) and demonstrates gender differences between parent and student perceptions.

In general, attitudes about the importance of a college degree were high and stable, except that younger, more recent female graduates were more likely to disagree that family traditions were threatened by women completing a college degree. Socio-demographic variables were associated with more favorable attitudes about the value of education for global leadership, the importance of a college education for both men and women and gender equality.

Six higher education institutions were represented in the sample so external validity can be improved by studying these variables in other sample groups across the nation, region and globe. In addition, including additional types of universities, e.g. distance learning, technical, research and military, would indicate if the findings are generalizable to a broader range of institutions of higher education. There are opportunities for future comparative studies to examine the relevance of these findings across cultures and government initiatives to build national human resource capital and to consider other aspects of intergenerational relationships, attitudes and behaviors.

The authors examine perceived implications of the value of higher education on different arenas of men and women’s lives among the Emirates. Additionally, we focus on whether their attitudes vary by gender and generation.

Representing both “central university administration” and academics, deans are increasingly being confronted with the competing managerial and academic values. Being able to manage the competing values is pivotal to the success of a dean. However, there is dearth of research studying this. Considering the for-profit private sector may face greater challenge in dealing with the competing values, the purpose of this paper is to understand how deans in the private sector have managed this.

A case study was conducted using two exemplar faculties of a private university in Malaysia as sample. The main sources of data are one-year field work which is supplemented by eight years’ archival data.

The findings show that sustainable deans have found a common ground between the competing values. The common ground aligns the central university administration, the deans and the academics, and contributes to the sustainability of the faculties and university.

This paper contributes to addressing the ever-increasing tension between managerial and academic values experienced by the mid-level academic management especially at the for-profit private higher education institutions. The insights of this study enrich the existing knowledge in the area of mid-level academic leadership.