Global Values in Higher Education 349good^293. Experience and practice has shown that universities make this
commitment - pledging quality, access and accountability - but the un-
answered question remains: Is that responsibility monitored and are uni-
versities actually held to account for their achievements in this regard?
The laissez faire approach has not worked in the past and unfortunately
it remains an unanswered question whether the promise to change is
indeed globally understood by all universities. Higher education global
communities and associations are perhaps one crucial space where these
challenges and developments can be unpacked, understood and com-
mitments monitored and measured. Of course, it will not be law and
will depend on the values of the association generally and ethics of the
delegate partners specifically.
Notwithstanding, universities cannot be the problem: universities
have the inimitable latent potential for transformation to a more bal-
anced and sustainable world and the need for twenty-first century higher
education reform and transformation for global citizenship is, unmis-
takeably, now.
References
BBVA OpenMind. 2013. Values and Ethics for the Twenty-First
Century. Available at: http://www.bbvaopenmind.com. Accessed: 2016/02/04
CHEA/CIQG.2015 CHEA International Quality Group International
Quality Principles
Available At: http://www.chea.org/pdf/Quality%20Principles.pdf. Accessed
2016/03/20
Daniel, J, Kanwar, A and Uvalic-Trumbic, S. 2009. Breaking Higher
Education's Iron Triangle: Access, Cost, and Quality: Available at:
293
Harkavy 2006d: 16, 33