Value driven approach

Background• 14 600 undergraduate students• 6000 reside in residences. • 4200 first years - 2000 in residences. • Demand for residence accommodation is much higher than

the rooms available. • 27 residences that mainly house undergraduate students. • 9 male students only, 13 female students only and 6 co-ed • Vary 117 students to 494 students. • Within walking distance from our academic buildings.• Residences play a very influential role in student culture.• Each display a definite character• Competition amongst residences is high.

Background

• 2003 a panel was appointed to analyse:• a) existing documents and policy with respect to the

regulations for students, especially students in residences;

• b) the structures and processes in terms of which this policy is implemented and monitored; and

• c) student culture, with specific reference to student residence culture;

• and to develop, in consultation with all parties involved, principles and guidelines for the future that will protect and respect the rights of all students.

Context

• The University is undergoing a comprehensive process of transformation

• Displaying all the typical features: suspicion, confusion, uncertainty and fear of the unknown and for what may be lost, impatience with perceived slow pace of change and excessive veneration of the past.

Observation of the panel

• Residences and students differ regarding their preparedness for, and concrete progress in, adaptation and change.

• There is still a tendency to cling to obsolete practices that are neither functional nor respectful of basic human dignity.

• Although diversity has in general been accommodated, it still has not been generally internalised.

• In other cases deliberate steps have been taken and well-planned processes implemented.

• Extremely encouraging results wrt acceptance of basic values, revision of codes of conduct and the development of a future-oriented frame of mind.

• But the challenge remains to make the changes that have taken place in the head also changes of the heart.

Recommendation

• Develop and implement a value-driven ethos.• Develop a shared vision and a set of common

values for all forms of student accommodation to which all parties commit themselves – not only on paper, but also and especially in practice.

• each unit can compile their own ethos, on condition that it does not conflict with the general set of values.

What happened?

• Residences were asked to formulate their own values

• Conduct will be measured to their own values.

• leadership of residences sceptic whether they will be allowed to set own values.

• Reverse process to the panel report.

How to formulate values?

• simple method suggested

• two simple questions. – What is that you like about your residence? – What is it that you dislike about your

residence?

• All answers are used and sorted into values.

Example

• I like the fact that I am greeted by name.

• I dislike loud music when I study.

• Respect – Satisfier – I greet others by name– Dissatisfier – My music disturbs others

Whose definition of values?

• Often asked: “Whose definition of the values will prevail?”

• We learnt it is possible to find the existing inclusive content of a value in a particular residence. – Take all contributions as valid – Not only the majority in res define content.

Changes in head also in heart

• jaargesprek (a yearly conversation) was introduced. • between the manager student housing, the residence

head and the house committee and other invited guests. • 3 hours• How values are ingrained • How values relate to academics, diversity and all events

organised for coming year.• jaargesprek became a tool to align the vision, goals and

practices of the residences with those of the University.

We learnt

• Not necessary to have the same set of values for everyone to be able to have a value-driven ethos. It is only necessary for all to be committed to values.

• We learnt that the conversation was a powerful tool to move student leadership and their influence on residences to advocate change within their values.

• We learnt that students always choose constructive values.

Practical examples

• Sports tour

• Revision of traditions – can never say it was done last year– Two good reasons?

We learnt

• We learnt that a value driven ethos helps to fix things in a way that also helps to heal relationships.

• We learnt that stories play an important role in embedding a value-driven ethos.

• We learnt that students are committed to live according to their values if they are certain others take them seriously.

Conclusion

• Difference between value-based and value-driven.• In a value-driven approach the values itself are the

centre of each discussion. It entails more uncertainty, but also much more forthright discussion.

• Easier to handle diversity where there is one dominant group and one group in a small minority. – real authority lies in the values and its content. Not even the

majority can act outside the values.

• Actions of leadership more predictable and a healthier relationship exists between management and students. (However, our challenge still lies with the senior students outside leadership structures.)