The three goods of higher education; as education, in its educative and in its institutional practices
Article
Gibbs, P. 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. https://doi.org/10.1080/03054985.2018.1552127
| Type | Article |
|---|---|
| Title | The three goods of higher education; as education, in its educative and in its institutional practices |
| Authors | Gibbs, P. |
| 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. |
| Research Group | Centre for Education Research and Scholarship (CERS) |
| Publisher | Taylor & Francis (Routledge) |
| Journal | Oxford Review of Education |
| ISSN | 0305-4985 |
| Electronic | 1465-3915 |
| Publication dates | |
| Online | 28 Jan 2019 |
| 04 May 2019 | |
| Publication process dates | |
| Deposited | 26 Nov 2018 |
| Accepted | 21 Nov 2018 |
| Output status | Published |
| Accepted author manuscript | |
| Digital Object Identifier (DOI) | https://doi.org/10.1080/03054985.2018.1552127 |
| Language | English |
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