The values of the academy: An examination of the values of faculty in higher education in the United States.

Abstract

Most studies of faculty values and faculty activities have focused on extrinsic values (such as political values) or faculty activities and faculty work (such as research, teaching, and governance). The aim of this study is to examine and identify the dominant values, the changing values, and the emerging values held by selected faculty in higher education. The research of this study incorporates an extensive review of the literature and interviews of faculty. Four national faculty and twelve faculty from three liberal arts institutions participated in a dialogue about the values of the academy. The dialogue was framed in the context of three broad categories drawn from a review of literature of values, faculty, and student impact in higher education. Categories framing the discussion are: how faculty makes sense of their lives; the individual, corporate, and institutional value commitments at work in the academy; and the perceived emerging tensions and value concerns of faculty in higher education. Those values emerging from the faculty interviews and the literature review were identified in two sets: value affirmations and value tensions. The affirmations represent values broadly held in higher education. The tensions represent values about which there is disagreement, divergent opinions, or considerable debate. The study identifies seven value affirmations and thirteen values in tension. Affirmations include: the necessity of the public review, scrutiny and testing of ideas; the reality of the incompleteness of what is known; that most faculty make sense of their world through solidarity; and the value of the development of that which is aesthetically beautiful, culturally enriching, and critically examined. Faculty participating in the study reported a deficient dialogue about the values of the academy compounded by an academic discourse which has become highly politicized. As well, tensions surrounding the pursuit of truth, modes of learning, issues surrounding the core; the corporatizing of the academy; and other challenges to traditionally held values of the academy are discussed. The study concludes with reflections on the contrasting sense among faculty of solemnness and despair on the one hand and a sense of devotion and commitment on the other. A call is given for a renewed sense of commitment to reclaim the dialogue and discourse which have provided the framework for the formation of the academy's values.