Global Values in Higher Education 331direction in which the organisation wishes to move. [...] [On the
other hand] members of the organisation need to commit them-
selves to specific ethical values. [...] Ethical values are thus a
subset of values within the broader set of values of an organisa-
tion^255
This paper does not propose a set of ethical standards for global
higher education but focuses on three elementary values which should
be common to all universities profoundly reflecting the commitment to
prepare students for global citizenship.
Secondly, a discussion on global values for higher education is the
sum of a broad tripartite reflection: (a) values attributed to the agglom-
erative university system as an institution of practice, (b) values of the
staff comprising the universities, and (c) values that should be inculcated
in such a manner that they are inherent in the programme of graduations.
Each is a discussion on its own and this paper will only focus on the first
consideration.
Thirdly, the last boundary to define this paper reflects on the ques-
tion whether higher education as it existed fifty years ago remains appo-
site and relevant given the global socio-political and economic realities,
as well as specific factors such as agility, flexibility, innovation, mana-
gerialism, commercialisation, privatisation, globalisation, risk and regu-
lation at the national level which have become critical causal considera-
tions in planning higher education for the twenty-first century.
27.3 The Policy Environment
Today, the notion of a responsible and critical citizenry is globally
entrenched as part of the core mission of the university. Being a critical
citizen in the university context implies that graduates will have ac-
255
Rossouw and Van Vuuren 2010: 8