Integrating values and ethics into post secondary teaching for leadership development. Principles, concepts, and strategies
| DOI | https://doi.org/10.1108/09578230710762427 |
| Pages | 398-412 |
| Published date | 10 July 2007 |
| Date | 10 July 2007 |
| Author | Paul T. Begley,Jacqueline Stefkovich |
| Subject Matter | Education |
Integrating values and ethics into
post secondary teaching for
leadership development
Principles, concepts, and strategies
Paul T. Begley and Jacqueline Stefkovich
Pennsylvania State University, University Park, Pennsylvania, USA
Abstract
Purpose – The purpose of this paper is to explore the nature of moral literacy as it applies to
leadership development and the processes for promoting moral literacy through teaching in colleges
and universities.
Design/methodology/approach – The ethics of authenticity and moral agency in education settings
are proposed as a meansfor promoting and achieving moral literacy among teachers and students.
Findings – Instructional principles for the integration of values and ethics into post secondary
teaching are outlined and several successful techniques are illustrated.
Research limitations/implications – The use of values and ethics frameworks as content is
contrasted with their application as process.
Practical implications – Examples of applications are included in the form of teaching activities
such as the “value audit”, “personal inventories”, “problem interpretation protocols” and the “use of
case studies”.
Originality/value – A theoretically grounded justification for incorporat ing moral literacy
frameworks in university level teaching combined with practical instructional strategies.
Keywords Leadership, Ethics,Integration, Teaching, Leadership development
Paper type Conceptual paper
Values, ethics, and valuation processes relate to leadership and leadership
development proces ses in several importa nt ways. These relatio nships have
important implications for teaching about values and incorporating moral literacy
frameworks into university level teaching.
Perhaps the most fundamental way in which values relate to leadership is as an
influence on the cognitive processes of individuals and groups of individuals. It is
important, perhaps essential, for persons in leadership roles to understand how values
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Willower Center Affiliated Project Personnel – a group of faculty and graduate students from
several universities have collaborated on this project to date. These individuals include: Paul
T. Begley, Penn State University; Marilyn Begley, Penn State University; Yi Ching Chaing, Penn
State University; Ted Gourley, Rowan University; Pauline Leonard, Lousiana Tech.; Anthony
Normore, Florida International University; Dipali Puri, Penn State University; Dan Schochor,
Penn State University; Katherine Sernak, Rowan University; Joan Shapiro, Temple University;
Sarah Stager, Penn State University; Jerry Starratt, Boston College; Jacqueline Stefkovich, Penn
State University; Suzanne Ritter, Penn State University; Catherine Taylor, Penn State University;
Nancy Tuana, Penn State University; Georjanne Williams, Penn State University; and Bradley
Zdenek, Penn State University.
JEA
45,4
398
Journal of Educational
Administration
Vol. 45 No. 4, 2007
pp. 398-412
qEmerald Group Publishing Limited
0957-8234
DOI 10.1108/09578230710762427
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