Melanie Walker and Arona Melanie Walker and Arona DisonDison

SUN, 21st October 2009SUN, 21st October 2009

►   the purposes of universities in the purposes of universities in contemporary times: reductionist (human contemporary times: reductionist (human capital) or expansive (human capital) or expansive (human development); development);

► human development as the normative human development as the normative underpinning of a ‘good’/ ‘transforming’ underpinning of a ‘good’/ ‘transforming’ university; university;

► generating capability-based dimensions of generating capability-based dimensions of professional educationprofessional education

► professional education in universitiesprofessional education in universities

►Whose interests is higher education Whose interests is higher education serving?serving?

►What are people able to do and be? What What are people able to do and be? What are groups able to do and be by virtue of are groups able to do and be by virtue of their ‘group-ness’? What are professionals their ‘group-ness’? What are professionals able to do and to be? able to do and to be?

►How ought university education to enable How ought university education to enable such doings and beings both for such doings and beings both for individuals, for groups and for people individuals, for groups and for people outside the academy, especially those outside the academy, especially those living in conditions of poverty and without living in conditions of poverty and without opportunities to access a university opportunities to access a university education? education?

► (i) people in conditions of poverty are highly (i) people in conditions of poverty are highly dependent on public action and public services dependent on public action and public services as they have no private resources to invest and as they have no private resources to invest and suffer most from poor service provision and suffer most from poor service provision and delivery (Keefer and Khemani, 2005); delivery (Keefer and Khemani, 2005);

► (ii) socially conscious social elites can play a a (ii) socially conscious social elites can play a a significant role in affecting social policy and significant role in affecting social policy and change in society when they see themselves as change in society when they see themselves as having some moral responsibility for and having some moral responsibility for and obligation towards the poor (De Swaan et al, obligation towards the poor (De Swaan et al, 2000); 2000);

► (iii) professionals equipped with knowledge, (iii) professionals equipped with knowledge, practical skills and public service values can practical skills and public service values can make a positive difference in the everyday lives make a positive difference in the everyday lives of the people with whom they come into contact. of the people with whom they come into contact.

► Human development: development ‘is to create an Human development: development ‘is to create an enabling environment for people to enjoy long, healthy and enabling environment for people to enjoy long, healthy and creative lives’ (UNDP)creative lives’ (UNDP)

► Development by and for people-as-agents, humane Development by and for people-as-agents, humane priorities, wide and deep participation priorities, wide and deep participation

► Goods in life include both commodities and non Goods in life include both commodities and non commodifed goods (the love of music for its own sake; commodifed goods (the love of music for its own sake; warm friendships; participation in a community; appearing warm friendships; participation in a community; appearing in public without shame...) in public without shame...)

► There is a range of valued human ends: income and There is a range of valued human ends: income and economy would still matter, but the purpose of educational economy would still matter, but the purpose of educational development would be to enlarge all worthwhile human development would be to enlarge all worthwhile human choices, not just income or lifetime earnings.choices, not just income or lifetime earnings.

► CCapabilities are the real and actual freedoms apabilities are the real and actual freedoms (opportunities) people have to do and be what (opportunities) people have to do and be what they value being and doing. Sen’s capability they value being and doing. Sen’s capability approach asks us to evaluate development as the approach asks us to evaluate development as the expansion of people’s freedoms to have well-expansion of people’s freedoms to have well-being and agency in terms of what they being and agency in terms of what they themselves value being and doing, and to work to themselves value being and doing, and to work to increase their freedom to be in those ways or to increase their freedom to be in those ways or to do those things.do those things.

► Nussbaum’s 10 central universal capabilities set Nussbaum’s 10 central universal capabilities set out what is required for a fully human life.out what is required for a fully human life.

►Conventional conceptualisations: resource-Conventional conceptualisations: resource-based (under a dollar a day); and/or based (under a dollar a day); and/or subjective happiness (utility)subjective happiness (utility)

►Alternative: a Alternative: a multidimensional multidimensional understanding –poor people are deprived understanding –poor people are deprived of a range of possibilities and choices to be of a range of possibilities and choices to be and to do what they value being and doingand to do what they value being and doing

►Balancing of personal development, Balancing of personal development, economic opportunities and social economic opportunities and social good/citizenshipgood/citizenship

►Social critic and space of public Social critic and space of public reasoning (Sen: no ‘discussionless reasoning (Sen: no ‘discussionless justice’) justice’)

►Globalization, markets in higher Globalization, markets in higher education, human capital aim education, human capital aim dominates, managerialism, staff and dominates, managerialism, staff and student mobilities, stratified student mobilities, stratified universities, and inequalities universities, and inequalities between universities in North and between universities in North and South (cf league tables and what South (cf league tables and what they value/reward)they value/reward)

► Address ‘moral urgencies’ - foster a public culture Address ‘moral urgencies’ - foster a public culture of ‘non-domination and equality’ that can inspire of ‘non-domination and equality’ that can inspire us, even as ‘fearful human beings’ to value ‘mutual us, even as ‘fearful human beings’ to value ‘mutual aid and reciprocity’ (Nussbaum, 2008); not well aid and reciprocity’ (Nussbaum, 2008); not well served by training ‘useful profit-makers with obtuse served by training ‘useful profit-makers with obtuse imaginations’(Nussbaum, 2006). Higher education imaginations’(Nussbaum, 2006). Higher education which ‘cultivates humanity’ (Nussbaum, 1997)which ‘cultivates humanity’ (Nussbaum, 1997)

► Magna Carta Universitatum (1988): ‘the Magna Carta Universitatum (1988): ‘the universities' task of spreading knowledge among universities' task of spreading knowledge among the younger generations implies that, in today's the younger generations implies that, in today's world, they must also serve society as a whole […] world, they must also serve society as a whole […] and that universities must give future generations and that universities must give future generations education and training that will teach them, and education and training that will teach them, and through them others, to respect the great through them others, to respect the great harmonies of their natural environment and of life harmonies of their natural environment and of life itself.’itself.’

►Pragmatic and comparative not Pragmatic and comparative not transcendental - reasoned transcendental - reasoned agreements about remediating agreements about remediating injusticesinjustices

►Global in reach and responsivenessGlobal in reach and responsiveness►Capability formation in the space of Capability formation in the space of

evaluating quality (‘real lives’)evaluating quality (‘real lives’)►Obligations to othersObligations to others

►well-being well-being ►participation and empowerment participation and empowerment

[people act as agents individually and [people act as agents individually and in groups]in groups]

►equity [social justice] and diversity equity [social justice] and diversity [learning between different cultures [learning between different cultures and identities]and identities]

►sustainability [global issues, durable sustainability [global issues, durable development]. development].

►For example, what would ‘well-being’ For example, what would ‘well-being’ (a human development value) look like (a human development value) look like in relation to key university activities: in relation to key university activities:

►researchresearch►teachingteaching►social engagementsocial engagement►University governance University governance ►university environmentuniversity environment

►www.nottingham.ac.uk/research/www.nottingham.ac.uk/research/projects/mw-poverty-reduction.index.phpprojects/mw-poverty-reduction.index.php

► ‘‘How might university-located professional How might university-located professional education contribute to transforming South education contribute to transforming South African universities to make contributions to African universities to make contributions to poverty reduction. How can universities poverty reduction. How can universities educate public good professionals who will educate public good professionals who will make the choice and have the knowledge and make the choice and have the knowledge and practical skills to function in the interests of practical skills to function in the interests of people living in conditions of poverty? people living in conditions of poverty?

► Prospective (predictive, descriptive) application Prospective (predictive, descriptive) application of the capability approach (rather than an of the capability approach (rather than an evaluation of whether capabilities have been evaluation of whether capabilities have been expanded) to ask what changes to existing expanded) to ask what changes to existing educational and social arrangements would educational and social arrangements would expand professional capabilities and how expand professional capabilities and how ‘durable, equitable and sustainable such ‘durable, equitable and sustainable such expansions would be’ (Alkire, 2008,p.32). expansions would be’ (Alkire, 2008,p.32).

► Which policies and actions would yield greater Which policies and actions would yield greater capabilities? capabilities?

► Prospective analysis recognizes that contexts of Prospective analysis recognizes that contexts of social norms, groups and social institutions are social norms, groups and social institutions are essential in developing policies which will essential in developing policies which will advance capability formation.advance capability formation.

► From data, research, theorizing, RWGsFrom data, research, theorizing, RWGs

► ‘‘Comprehensive’ capabilities taken into account:Comprehensive’ capabilities taken into account:1.1. LifeLife2.2. Bodily healthBodily health3.3. Bodily integrityBodily integrity4.4. Sense, imagination and thoughtSense, imagination and thought5.5. EmotionsEmotions6.6. Practical ReasonPractical Reason7.7. Affiliation (A and B)Affiliation (A and B)8.8. Other speciesOther species9.9. PlayPlay10.10.Control over one’s environment (A and B)Control over one’s environment (A and B)11.11.Doing good to othersDoing good to others12.12.Living in a law abiding fashionLiving in a law abiding fashion13.13.Understanding the lawUnderstanding the law

► The overarching theme was conceptualized as public good The overarching theme was conceptualized as public good professionalism ; in South Africa we suggest this means ‘pro-professionalism ; in South Africa we suggest this means ‘pro-poor’ professionalism given that the majority live in conditions poor’ professionalism given that the majority live in conditions of poverty. of poverty.

► We wanted to know from our data how public good We wanted to know from our data how public good professionals were being educated in universities, professionals were being educated in universities, notwithstanding tensions, contradictions and constraints of notwithstanding tensions, contradictions and constraints of change and transformation. change and transformation.

► We looked for a consistent educational philosophy, for We looked for a consistent educational philosophy, for example, the importance of human dignity but did not expect example, the importance of human dignity but did not expect to find a homogenized transformation vision so much as a to find a homogenized transformation vision so much as a plurality of strategies, locations and underpinning themes. plurality of strategies, locations and underpinning themes.

► Nonetheless we thought there ought to be an iterative 'thread’ Nonetheless we thought there ought to be an iterative 'thread’ which could be pulled through all the interviews for each which could be pulled through all the interviews for each professional site in order to tell a reasonably coherent story professional site in order to tell a reasonably coherent story about educating professionals. Thus if we found public good about educating professionals. Thus if we found public good professionalism in alumni and students we assumed it is professionalism in alumni and students we assumed it is happening in some way in professional education and that we happening in some way in professional education and that we should then be able to find evidence.should then be able to find evidence.

► Stage 1: 90 Interviews with students, lecturers, university Stage 1: 90 Interviews with students, lecturers, university leaders, alumni, prof bodies, NGOs (August – October 2008)leaders, alumni, prof bodies, NGOs (August – October 2008)

► Stage 2: Coding of Social Work data around 9 theory-driven Stage 2: Coding of Social Work data around 9 theory-driven themes to generate four grounded professional capabilitiesthemes to generate four grounded professional capabilities

► Stage 3 Coding and ‘chunking’ of student, lecturer, alumni Stage 3 Coding and ‘chunking’ of student, lecturer, alumni data using agreed categories of professional capabilities, data using agreed categories of professional capabilities, educational arrangements, and social constraints; followed by educational arrangements, and social constraints; followed by prof bodies and NGOs, and University leaders (by mid March prof bodies and NGOs, and University leaders (by mid March 2009)2009)

► Stage 4 Summary narrative produced (March 2009)Stage 4 Summary narrative produced (March 2009)► Stage 5 responses from research working groups (March Stage 5 responses from research working groups (March

2009)2009)► Stage 6 construction of professional capabilities tables across Stage 6 construction of professional capabilities tables across

all 5 case studies, drawing on summary narratives (March all 5 case studies, drawing on summary narratives (March 2009)2009)

► Stage 7 further adjustment of these 4 tables after feedback Stage 7 further adjustment of these 4 tables after feedback from RWGs (July-September 2009)from RWGs (July-September 2009)

► Stage 8 drafting of expanded case study for each professional Stage 8 drafting of expanded case study for each professional site (15000-20,000 words), including discussion and feedback site (15000-20,000 words), including discussion and feedback from each participating department (by November 2009) from each participating department (by November 2009)

►Expanding the comprehensive Expanding the comprehensive capabilities of people living in povertycapabilities of people living in poverty

►   Acting for social transformation and Acting for social transformation and reduce injusticereduce injustice

►Making sound professional judgmentsMaking sound professional judgments

►Recognizing the full dignity of every Recognizing the full dignity of every human being.human being.

► Informed Vision and ImaginationInformed Vision and Imagination►Affiliation (solidarity)Affiliation (solidarity)►ResilienceResilience►Social and collective struggleSocial and collective struggle►EmotionsEmotions► IntegrityIntegrity► IntegrityIntegrity►Knowledge and practical skillsKnowledge and practical skills

1. vision

2. affiliation

3. resilience

4. struggle

5. emotions

6. Knowledge

& skills

7. integrity

8. confidence

PROFESSIONAL CAPS.

EDUCATIONAL ARRANGEMENTS

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INSTITUTIONAL CONDITIONS

SOCIAL ARRANGEMENTS

curr. & pedagogy

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systemic & material based

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Capability

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Functioning resources

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Constraints for prof.

education in South

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Biographies of dis/advantage (autonomous

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realize)

META FUNCTIONINGS

• expand capabi-lities of the poor

• act for social transformation

• build just future

• make wise prof. judgements

• recognise every person’s full human dignity

►Praxis pedagogies: transformative, Praxis pedagogies: transformative, critical, attentive both to knowledge and critical, attentive both to knowledge and to responsible action in society, with to responsible action in society, with these features :these features :

i.i. Contextual knowledge and understandingContextual knowledge and understandingii.ii. Developing identity, commitment and Developing identity, commitment and

community community iii.iii.Transformative learning to mirror the Transformative learning to mirror the

emphasis on transformation in South emphasis on transformation in South African society. African society.

► If certain kinds of [public good] professionals are being If certain kinds of [public good] professionals are being educated by universities, this is a significant educated by universities, this is a significant contribution to poverty reduction in South Africa, contribution to poverty reduction in South Africa, given that all professionals - engineers, lawyers, given that all professionals - engineers, lawyers, doctors, nurses, teachers, economists, business doctors, nurses, teachers, economists, business leaders, social workers, and so on - are now educated leaders, social workers, and so on - are now educated in universities. in universities.

► Need for public reasoning about an evaluative /quality Need for public reasoning about an evaluative /quality framework and the reach and responsiveness of HD framework and the reach and responsiveness of HD and the CA.and the CA.

► If we were to follow Boni and Gasper’s approach we might If we were to follow Boni and Gasper’s approach we might list the professional capabilities as human development list the professional capabilities as human development values or dimensions and ask what implications follow for values or dimensions and ask what implications follow for teaching, research, social responsibility, university teaching, research, social responsibility, university governance and university environment. governance and university environment.

► Or HD values might be the vertical axis and capabilities the Or HD values might be the vertical axis and capabilities the horizontal axis.horizontal axis.

► Or the professional capabilities might form the basis of Or the professional capabilities might form the basis of process of public reasoning to agree a smaller set of core process of public reasoning to agree a smaller set of core values and dimensions for a whole university which might values and dimensions for a whole university which might be the same, or different, but which were still grounded in be the same, or different, but which were still grounded in human development ethics and values, and would human development ethics and values, and would constitute the basis of internal deliberative quality constitute the basis of internal deliberative quality evaluation processes. evaluation processes.