Ethics in Higher Education: Values-driven Leaders for the Future

196 Ethics in Higher Education: Values-driven Leaders for the Future

manner to a range of stakeholders

and social pressures is determined

by its culture.

Transformation –

Access, Opportunity

and Success

A substantial improvement in

undergraduate success and graduate

rates required as a central element

of transformation. Measures,

processes, structures and

programmes need to be put in place

to ensure student access and

success, and as a central precept of

transformation.

Badat

(2002, 2010)

Transformation –

Curriculum,

Teaching and

Learning

De-colonising, de-racialising, de-

masculinising and de-gendering

university curricula and knowledge

production processes while

engaging with related ontological

and epistemological issues,

including their implications for

research methodology, scholarship,

teaching and learning, curriculum

and pedagogy are vital elements of

a broad conceptualisation of

transformation.

CHE (2014) 4

year

Curriculum

CHE (Ogude,

Nel &

Oosthuizen)

Currie and Vidovich (2009) argue that there are a number of macro
pressures that have an impact on the 21st century teaching and learning
environment. These include diminished government funding concurrent
with the massification of higher education, work intensification,
pressures towards privatisation, marketisation and instrumentalism (in
learning and teaching), the importation of corporate managerial